The Homework Myth

I listened with interest to this morning's guest, Alfie Kohn. As a music teacher, I agreed with some of what he said and disagreed with other statements.

I try not to assign 'busy work' to my students. I find they do better when I have them work on projects to complete, rather than giving them tests to determine how much knowledge they've absorbed. However, since I see my students only once a week, I find I must give them assignments to complete so that the project they're working on can move forward. Often, the assignments are self-generated by building questions to answer into the project (What will you need to complete for your project so we can begin step 3 next week? Make sure you are prepared for class when you arrive on Wednesday.). As I said, without these assignments, the project cannot move forward, but it also gives me something I can use to grade the students on. I also find that if I don't use the consequence of a grade for work done between classes, and thus a possible low grade for work not done, even my good students will not do any work outside of class.

After teaching for 16 years, I find that music is still not regarded by some parents and even some other educators as being worthy of study. To many, it's just something for kids to do to give them a break from their rigorous academic classes. It's built into the schedule as 'fun time.' But I am still expected to give my students a grade. If I proceed with the above point of view, then my students will be graded solely on behavior and attitude. So then how do I justify that grade when a parent calls and asks, "Why did Johnny get an 'F' in your class? I know you've called and spoken with me before about his behavior, but I don't think it's fair he should get an 'F' just because you have a personality conflict with him." In order to give students a fair grade based on what they know and are able to do, the students have to do work for the teacher to evaluate. It is not fair and not accurate to evaluate students only on class participation. Sadly, having students for only 40 minutes a week (when there's not standardized testing, an assembly, a snow day, teacher workshops, parent conferences, etc.) is not adequate for evaluating what students know and are able to do.

As I did not hear the topic of grades addressed on this morning's program, I look forward to getting a copy of "The Homework Myth" to see what Mr. Kohn has to say about it.

Hi,

I wonder if Mr. Kohn could comment on if he thinks there is any benefit to home work at all?

I have no supporting statistics but could imagine that learning the ability to complete required tasks, even when they might seem mundane or dull, might empower children to cope with future real life work conditions. And in so doing, obtain an ability to cope with common work environments which are not always motivational or interesting and yet possibly a coping skill which can lead to a productive and employable work ethic.

I can honestly say that my children are not currently enrolled in piano lessons in my hopes that they can make a living from being musicians so much so as to learn what it takes to acquire "agility" obtained from completing what are really exercises.

In my everyday work place agility in completing the mundane is key to me getting to do the more rewarding aspects of my job.

Thanks for the subject!
David

Alfie Kohn and I never met, but we shared a fine teacher at Brown University. It was from that teacher that I became aware of this socially conscious younger man of boundless, restless energy. How wonderful that that energy launched him on his career of common sense and creative subversion! Our gray matter (and, alas, grayer schools) need such gadflies.

Oh, how well I remember those fruitless sessions with my daughter, late at night, both of us exhausted, patience worn paper-thin, trying to deal with her math-blockage. The problems she was assigned frustrated her, and whatever pittance she managed to learn at the moment was gone in the morning, after cleansing sleep. The homework did her no good – zero, none – and neither did my efforts late in the day, when we both should have been doing something better. And I'm a mathematician.

As Mr. Kohn indicated, the problem goes further than a blind faith in the efficacy of homework. The deeper issue is what an educated person is, and what education is supposed to achieve. Surely, this must involve something other than unthinking stimulus-response reactions – it has more to do with joy and desire than with soul-deadening drills. Until we realize that, I fear that we shall continue to be plagued by this well-intentioned child abuse.